CRITICAL OVERVIEW

Critical overview on Grammar Translation Method

Critical overview on Grammar Translation Method

Introduction

Language learning has always existed in human history, and can be traced to Greek and Roman eras. With the advent of formal schooling, the pedagogical approach has been applied, though initially with little linguistic knowledge. In the second half of the twentieth century, this changed with the field of linguistics has become an integral academic base for language learning theories. As in all scientific fields, progress in the field of linguistic knowledge has led to changes in methods of teaching languages. These methods have been an ideological base and that in some cases, supplemented by appropriate linguistic theory. The result is that a course or curriculum will reflect the relevant linguistic and pedagogical perspectives. In addition, especially the theory is used as the best way to learn a language in particular student population. Stern split language learning history into two periods: 1940-1960 and 1965-1970 (131). Translation Grammar and direct method was the first period, and audio-lingual habit formation to the last. In the early stages of language learning theory, the focus was on learning the language as an intellectual exercise, the study of classical literature in the target language and the study of grammar and translation exercises. This is called the grammar translation method (Larsen, 2000, p. 55). Early use was in 1840 Elmendorf. It is connected with the teaching of grammar rules followed by its application to the translation exercises. Grammar is considered part of the student's mental, necessary for language. The focus on grammar showed that the language was seen as a rule governed system. Thus, attention was paid to the development of grammar explanations, grammar, terminology, rules, exceptions and rules of memorization. Formula translation and vocabulary lists were used. Emphasis was placed on reading and writing as opposed to listening and speaking. This goal has been to explain, as compared with the native language of instruction as this was an early theory (Walker, 2003, p. 134).

Grammar Translation Method

Grammar-Translation method advocates the use of mother tongue education, the emphasis on language skills at the expense of practical training for language. Teaching results in some areas (especially the oral teaching); there are some constraints (Chastain, 1971, p. 213). So many foreign circles believe that this is contrary to the spirit of the current plan does not promote the practical application of language skills; he should be in the class. However, teaching, practice has shown that the communicative approach in some areas (such as writing and translation), the effects were not evident. Their skills are not only there is no apparent increase, to some extent even appeared to decline. To this end, the author using the grammar-translation to revise specifications, as well as learn in college now teaching English (especially in teaching writing) a reasonable application, in order to improve students' writing skills (Rippa, 1971, p. 57).

Two Features of the Grammar-Translation Method

Experience in the grammar-translation method mainly has the following characteristics: to read the ancient classics and ...